DEVELOPING PROFESSIONAL DISPOSITIONAL RESILIENCE AMONG TEACHER CANDIDATES: REFRAMING CHAOTIC EXPERIENCE AS RESOURCE FOR TEACHER LEARNING
While engagement with content knowledge and pedagogical expertise enjoys considerable attention in teacher education, the simultaneous development of professional teacher dispositions remains a necessary task of teacher preparation. In this brief non-traditional paper, experiences of teacher candidates participating in a teacher preparation program and high school partnership pilot structured-field experience in the Rio Grande Valley in Texas are explored relative to the emergent development of teacherly dispositions. Initially, professional teacher disposition – and more particularly resilience as an essential type of teacherly disposition – is defined. Later, chaotic experiences arising within the context of participation in a research-supported structured-field program are framed as valuable opportunities for teacher candidates in situ learning of resilience as a vital professional disposition for future teaching. Crucially, a natural world-based multimodal pedagogical intervention foregrounding tacit engagement with resilience is described. In conclusion, three rudimentary strategies for how experiences of chaos and complexity can be integrated as a vital component of teacher preparation contexts are offered. Ultimately, this piece describes the need to explicitly engage chaotic situations within teacher preparation contexts to foster resilience as a quintessential disposition among teacher candidates preparing to engage the unforgiving complexity of teaching
Badenhorst, Pauli. “DEVELOPING PROFESSIONAL DISPOSITIONAL RESILIENCE AMONG TEACHER CANDIDATES: REFRAMING CHAOTIC EXPERIENCE AS RESOURCE FOR TEACHER LEARNING.” THE TEXAS FORUM OF TEACHER EDUCATION, vol. 11, 2021, pp. 13–19.
THE TEXAS FORUM OF TEACHER EDUCATION